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❑ PROVA DE LÍNGUA INGLESA:
• 
CEBRASPE-2021-SEDUC/AL-PROFESSOR-SECRETARIA DE ESTADO DA EDUCAÇÃO DE ALAGOAS-17/10/2021. 
cebraspe.org.br❑ ESTRUTURA-PROVA:
• 50 TFQs (True False Questions)
PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO
❑ TEXTO:
01-E, 02-C, 03-E, 04-E, 05-C
06-C, 07-C, 08-E, 09-C, 10-E
11-E, 12-C, 13-E, 14-E, 15-C
16-C, 17-C, 18-C, 19-E, 20-C
21-C, 22-C, 23-E, 24-C, 25-E
26-C, 27-E, 28-E, 29-E, 30-C
31-E, 32-E, 33-C, 34-C, 35-E
36-E, 37-E, 38-E, 39-C, 40-C
41-E, 42-E, 43-C, 44-C, 45-C
46-E, 47-C, 48-E, 49-C, 50-C
❑ TEXTO 1:
In Tanzania, the national government assigns teachers to
schools, which means that they are often sent to teach in faraway
regions and then frequently request transfers, trying to get
assignments closer to their hometowns. Ms. Njau is lucky to have
been assigned to a school in the community where she grew up,
and she has taught there since the start of her career.
At the end of her four years of secondary school, she
scored too low on the national exams in mathematics and
bookkeeping, which meant she could not study business, as she
had intended. However, her results on the English test were
better. A teacher encouraged her to follow her strengths and “take
the subject that seems simple so you can go far,” advice that Ms.
Njau now passes on to her own students. She continued her
studies as an English major and passed the difficult national
examinations before studying for her teaching diploma.
Internet: <americanenglish.state.gov> (adapted) Based on the previous text, judge the following items. 01. In Tanzania, the national government often request transfers
for the teachers.
02. It can be inferred from the text that Ms. Njau is happy with
the school to which she has been assigned. 03. According to the text, Ms. Njau always wanted to become an
English teacher. 04. In the second paragraph, the word “bookkeeping” could be
correctly replaced with librarianship. 05. The quote “take the subject that seems simple so you can go
far” (second paragraph) is a piece of advice from Ms. Njau’s
teacher. As soon as learners step outside the classroom, they act as
users of English who communicate with other speakers of
English from a wide variety of linguacultural backgrounds. Given
the global spread of English and the fact that the majority of
users do not speak English as their mother tongue, learners are
likely to be involved in interactions with other non-native
speakers. These situations then bear the hallmarks of English as a
lingua franca (ELF), which is “any use of English among
speakers of different first languages for whom English is the
communicative medium of choice, and often the only option”,
according to Seidlhofer. Since ELF speakers represent various cultures and
languages, ELF contexts of use are characterized by diversity and
the subsequent unpredictability and variability of communication.
Therefore, interactions where English functions as a lingua franca
require active engagement in the meaning-making process by the
participants. Éva Illés and Sumru Akcan. Bringing real-life language use into EFL
classrooms. In: ELT Journal, Volume 71, Issue 1, 2017, p. 3-12 (adapted). Based on the previous text, judge the following items. 06. According to the text, ELF speakers must be active in
making sense of the communication going on for its context
of use changes from one person to another. 07. The expression to bear the hallmarks of, as used in “These
situations then bear the hallmarks of English as a lingua franca”
(first paragraph), means to have the typical features of. 08. In ‘any use of English among speakers of different first
languages for whom English is the communicative medium
of choice, and often the only option’ (first paragraph), the
word ‘whom’ could be correctly replaced with who. 09. In “learners are likely to be involved in interactions with other
non-native speakers” (first paragraph), the phrase “are likely
to be” could be correctly replaced with will probably be. 10. The word “functions” (in the second paragraph) is used as a
noun. 11. If two speakers from the same country need to interact in
English to understand each other, they will be using English
as a lingua franca.
Internet: <thecomicstrips.com> (adapted).
Based on the comic strip above, judge the following items.
12. It can be inferred that Sylvia’s father does not understand
what Sylvia means when she says “I’m backing up my files”. 13. In ‘never back up any more than you absolutely have to’, the
phrasal verb ‘back up’ is synonymous with back down. 14. In “Where would young people be without the sage advice of
their elders?”, the word “sage” means meaningful. 15. It can be inferred from the comic strip that Sylvia intends to
take her father’s advice.
In the old days, we didn’t much write like talking because
there was no mechanism to reproduce the speed of conversation.
But texting and instant messaging do — and a revolution has
begun. It involves the brute mechanics of writing, but in its
economy, spontaneity and even vulgarity, texting is actually a
new kind of talking. There is a virtual cult of concision and little
interest in capitalization or punctuation. The argument that
texting is “poor writing” is analogous, then, to one that the
Rolling Stones is “bad music” because it doesn’t use violas.
Texting is developing its own kind of grammar and conventions. Internet: <ideas.time.com>.
Based on the previous text, judge the following items. 16. Considering language usage in informal registers, in “we
didn’t much write like talking”, the expression “much write”
could be correctly replaced with write much. 17. The word “texting” is used in the text as a noun. 18. In the sentence “But texting and instant messaging do — and
a revolution has begun”, the term “do” is used to avoid
repeating the phrase “reproduce the speed of conversation”,
expressed in the previous sentence. 19. The text exposes the fact that writing nowadays has become
less limited by the constraints of punctuation. 20. The analogy between Rolling Stones music and texting is
used to support the idea that they both succeeded without the
assistance of old elements. 21. Both “capitalization” and “punctuation” are visual elements
related to the syntax of written speech.
➧ TEXT V:
Michelle Phan says she had to quit making her popular
makeup and beauty YouTube videos because she was burned out.
“It became harder and harder for me to pretend to be happy,” she
says. “As a result, I had become toxic with my relationships and
friendships. I had my threshold.”
Internet: <www.bbc.com> (adapted).
Based on the text above, judge the following items.
22. It can be inferred from the sentence “I had my threshold”
that Michelle Phan was unhappy with the situation and
things needed to change.
23. Michelle Phan could not make any more makeup and beauty
videos because she got burned.
24. The expression “to pretend” is synonymous with
dissimulate.
25. The verbal phrase “quit making” could be correctly replaced
with quit to make, without changing the meaning of the
text.
➧ TEXT VI:
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following items.
26. In “Unqualified teachers may have misconceptions about
phonological phenomena” (second paragraph), the word
“may” could be correctly replaced with might.
27. The expression “keen on” (first sentence of the second
paragraph) means skilled at.
28. According to the text, non-native language teachers are
unable to assess teaching materials well.
29. According to the text, foreign language teachers are unaware
of the current research on pronunciation.
30. According to the first paragraph, when it comes to
pronunciation, foreign language teachers have relied more on
gut feelings than on scientific data.
➧ TEXT VII:
Teachers sometimes assume that more outgoing learners
will be able to learn pronunciation better than shyer students, and
there may be some truth to this. Confident students might speak
more and be more willing to try new sounds, and this extra
practice could help them improve their pronunciation. However,
this improvement is certainly not guaranteed. Some outgoing
students may be producing a lot of language, but they may also
be jumping ahead without paying attention to the accuracy of
their pronunciation. If listeners are impressed by their fluency
and accept their imperfect pronunciation, they have no way to
know that they need to improve.
Some more introverted students might actually be
thinking carefully about sounds and practicing “within
themselves,” even if they don’t speak much in class. Don’t
underestimate the quiet students. Appreciate the strengths and
possibilities of all your students and encourage everyone. All
students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation
is the degree to which a person is willing or able to change the
way they sound. Most of us have been speaking and listening to
language in the same, familiar way since we learned to talk. Our
voice and our pronunciation are a central part of the way we see
ourselves. It can be uncomfortable, and possibly even
frightening, to try out unfamiliar sounds and melodies of
language. For some people this process seems like a small bump
on the road, but for others, it’s a serious roadblock.
M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to
English Learners. Alexandria: TESOL Press, 2016 (adapted).
Based on the text above, judge the following items.
31. According to the text, in order to improve their
pronunciation, introverted students should speak more in
class and interact with other students.
32. In the sentence “Most of us have been speaking and listening
to language in the same, familiar way since we learned to
talk” (third paragraph), the word “since” could be correctly
replaced with as long as.
33. It can be inferred from the text that our identity is partly tied
to the way we speak.
34. According to the text, speaking more, and thus practicing
more, does not necessarily lead to improvement.
35. It can be inferred from the text that being introverted is
certainly a disadvantage when it comes to learning
pronunciation.
36. In the last sentence of the first paragraph, the word
“imperfect” could be correctly replaced with flawless.
➧ TEXT VIII:
Whatever training is given there should always be a
permanent concern about the naturalness and spontaneity of
everyday speech rather than an artificial sound production for the
sake of preserving a “correct” pronunciation.
This is, in fact, a crucial issue, since if too much care is
demanded from the student, this may turn out to be an
undesirable blockage to another more important factor, namely,
fluency. Perhaps, and even worse, if over-careful pronunciation
habits are developed, this will certainly cause difficulties for the
oral comprehension, as the students will expect to hear sounds,
words and utterances the way they personally produce them.
G.A. Chauvet. Improve Your Pronunciation. Brasília:
Editora Universidade de Brasília, 2005 (adapted).
Based on the previous text, judge the following items.
37. In the first sentence of the text, the word “should” could be
correctly replaced with shall.
38. In the fragment “as the students will expect to hear sounds,
words and utterances the way they personally produce them”
(second paragraph), the word “as” is a linking particle
expressing consequence.
39. The expression “for the sake of” (first paragraph) means for
the purpose of.
40. According to the text, excessive demands with regard to
pronunciation can inhibit fluency.
➧ TEXT IX:
The history of language study illustrates widely divergent
attitudes concerning the relationship between writing and speech.
Written language was the medium of literature, and, thus, a
source of standards of linguistic excellence. It was felt to provide
language with permanence and authority. The rules of grammar
were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored
or condemned as an object unworthy of study, demonstrating
only lack of care and organization. It was said to have no rules,
and speakers were left under the illusion that, in order to “speak
properly”, it was necessary to follow the “correct” norms, as laid
down in the recognized grammar books and manuals of written
style.
There was sporadic criticism of this viewpoint throughout
the 19th century, but it was not until the 20th century that an
alternative approach became widespread. This approach pointed
out that speech is many thousands of years older than writing;
that it develops naturally in children (whereas writing has to be
artificially taught); and that writing systems are derivative —
mostly based on sounds of speech.
D. Crystal. How Language Works.
London: Penguin Books, 2006 (adapted).
Based on the previous text, judge the following items.
41. The word “thus” (first paragraph) could be correctly replaced
with hitherto.
42. In the first paragraph, the word “It” (third sentence) refers to
“a source of standards” (second sentence).
43. The expression “this viewpoint” (third paragraph) refers to
the idea that spoken language should follow the same rules
as written language to be correct.
44. According to the text, it used to be believed that the
everyday spoken language is too anarchic to be used as the
basis for grammar.
45. The arguments presented in the third paragraph in favor of a
greater emphasis on the study of speech are all based on the
idea that spoken language precedes written language.
46. The predominance of written language was unquestioned
until the 20th century.
➧ TEXT X:
General observation suggests that it is those who start to
learn English after their school years who are most likely to have
serious difficulties in acquiring intelligible pronunciation, with
the degree of difficulty increasing markedly with age. This
difficulty has nothing to do with intelligence or level of
education, or even with knowledge of English grammar and
vocabulary.
Of course, there is no simple answer to why pronunciation
is so difficult to learn — indeed, there is a whole range of
theoretical perspectives on the question. What is generally
accepted among psycholinguists and phonologists who
specialized in this area is that the difficulty in learning to
pronounce a foreign language is cognitive rather than physical,
and that it has something to do with the way “raw sound” is
categorized or conceptualized in using speech.
Many learners of English as a second language have major
difficulties with English pronunciation even after years of
learning the language. This often results in them facing
difficulties in areas such as finding employment. Up to a certain
proficiency standard, the fault which most severely impairs the
communication process in EFL/ESL learners is pronunciation,
not vocabulary or grammar.
A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English Language
Teaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).
Based on the text above, judge the following items.
47. The fragment “most likely” (first paragraph) is an example
of the superlative form.
48. According to the text, the difficulty in acquiring intelligible
pronunciation in English grows slightly with time.
49. Although experts have different perspectives on the causes
of difficulties in pronunciation, there is a consensus that
these difficulties are linked more to the learning process than
to physiological features.
50. Pronunciation plays a greater role in limiting communication
for EFL/ESL speakers than other aspects of language.
UnB-PROCESSO SELETIVO-EDITAL 2017-PROGRAMA DE AVALIAÇÃO SERIADO-2ª ETAPA-UNIVERSIDADE DE BRASÍLIA-03/12/2017.
UnB-PROCESSO SELETIVO-EDITAL 2017-PROGRAMA DE AVALIAÇÃO SERIADO-2ª ETAPA-UNIVERSIDADE DE BRASÍLIA-03/12/2017.
